Two authenticity attributes (teacher support and performance polished) did not improve significantly after the ALS redesign¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teacher support and performance polished showed no statistically significant change between groups, though both were already rated highly. → María-Jesús Martínez-Argüelles 2023

Evidence¶

María-Jesús Martínez-Argüelles 2023¶

María-Jesús Martínez-Argüelles, Dolors Plana-Erta, Àngels Fitó-Bertran. (2023). Impact of using authentic online learning environments on students' perceived employability. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10171-3

q2 · i? · causal · r2

Mann–Whitney U comparison in the same quasi-experiment (Table 6): teacher support p = .417 and performance polished p = .365, both non-significant. The article reports "The mean for teaching support rose from M = 4.10 to M = 4.27" without significance; no effect sizes are printed.

"The mean for teaching support rose from M = 4.10 to M = 4.27, although it did not increase at a significant level. While the redesign did not aim to increase the already elevated level of teaching support, students did perceive an improvement in said level."

Discussion¶

Related Claims¶

• Students in the ALS-redesigned course perceive greater improvement in general employability competencies than control students, except for results orientation — related
• Redesigning an online course around the nine authentic learning criteria increases students' perceived authenticity of the learning environment — related